Barn Raising: Fostering a Collaborative Culture to Design Curriculum in HE

1. Barn Raising: Fostering a Collaborative Culture to Design Curriculum in HE Romy Lawson University of Wollongong The Fourteenth International Conference on Knowledge, Culture, and Change in Organizations

2. Current HE Context Internationally there is pressure for significant change in measuring quality in teaching and learning (Krause, Barrie & Scott, 2012). • USA - Martell and Calderon (2009) cited growing public dissatisfaction with the quality of college education • U.K. - Government White Paper, ‘Students at the Heart of the System’ (2011), set out the quality challenges of a changing higher education environment, recognising the need to strengthen the processes and to adapt and reinforce systems to improve practice. • Australia - recently established regulatory body, Tertiary Education Quality and Standards Agency (TEQSA) identified the need to focus on quality improvements (TEQSA, 2011).

4. What are we trying to achieve when we assure learning?

5. How do we assure learning? • Write Degree LO • Benchmark • Map Degree LO • Use Evidence • Collect Evidence

6. Silo Effect

7. Silo Effect

8. Data Validity • Sadler (2012) discusses commonly used options in assuring achievement including: • overall results, • external examiner systems, • threshold standards • and standardised testing, but stresses problems with each of these methods unless a • moderation and calibration process is included.

9. Solution – Breaking Down Silos BARN RAISING - a collective action of a community, to address a need of an individual by enlisting others to assist (traditionally in the building of their neighbours’ barn), in time this favour eventually gets returned to other members of the community

10. How do we assure learning? HOLISTIC COLLABORATION SUSTAINABLE INTEGRATED

11. Cultural Change • Made up of the values, beliefs, underlying assumptions, attitudes, and behaviours shared by a group of people (Heathfield, 2009).

12. Cultural Change • When an organisational culture is already established, people must unlearn the old values, assumptions, and behaviours before they can learn the new ones (Heathfield, 2009).

13. Cultural Change • Cultural change requires the input of others in decision-making (participative leadership). Participation and contributions helps group members feel more relevant and committed to the decision-making process, and to the changes that result (Tannenbaum & Schmitt, 1958).

14. Whole of Course Approach

15. Whole of Course Approach

16. Breaking Down the Silo Effect

17. Breaking Down the Silo Effect

18. Collaborative Approach

20. Breaking Down the Silo Effect

21. Whole of Course Rubric

24. Designing Assessment • How would students demonstrate the competence in industry/profession/real life? - authentic assessment tasks for each degree LO • How can you build throughout the Course(increase complexity) eg from level 8 (grad cert) to level 9 (MBA) for each degree LO? This is scaffolded assessment

26. EvidenceWhole of Course ePortfolios • Creating ePortfolios is said to enable students to enhance their learning by giving them a better understanding of their skills and attributes, as well as where and how they need to improve to meet academic and career goals (Yancey, 1999).

27. Degree LO Evidence

28. Cultural Change • Kotter (2002) suggests the following key strategies to manage cultural change in the workplace: • Get the vision right • Executive support • Build a guiding team • Training • Reward and Recognise • Empowerment • Communicate for buy-in

29. Thank Youromy@uow.edu.au